Proceedings of International Conference on Science, Education, and Technology

SDGs-Based STEM Learning Integration in Elementary School: a Systematic Literature Review

Ani Rosidah — 2026-08-05

The integration of Sustainable Development Goals (SDGs) in Science, Technology, Engineering, and Mathematics (STEM) learning in Elementary Schools (SD/MI) is an important step to instill sustainability awareness, understanding of climate change, and critical thinking skills from an early age. This study aims to identify integration patterns, learning approaches, obstacles, and learning outcomes in the implementation of STEM-based SDGs in elementary education. The method used is a Systematic Literature Review (SLR) with reference to the PRISMA 2020 protocol. Literature was obtained from Scopus, Web of Science, ERIC, and Google Scholar databases in the period 2015–2025. The results of the study indicate that the integration of SDGs in STEM learning can direct science education not only to mastery of skills, but also the formation of global citizens who care about sustainability. Optimal implementation requires collaborative teacher training, a contextual curriculum, and a holistic formative assessment system.

Elementary School Teachers’ Readiness in Integrating STEM into Science Learning

Awalina Barokah — 2026-08-06

The integration of Science, Technology, Engineering, and Mathematics (STEM) into elementary science learning has gained increasing recognition as a promising approach for developing students' twenty-first-century competencies. However, successful STEM implementation depends largely on teachers' readiness to integrate interdisciplinary learning into classroom practices. This study aimed to examine the level of readiness among elementary school teachers in integrating STEM into science learning. A quantitative descriptive survey design was employed, involving 59 elementary school teachers. Data were collected using a validated questionnaire consisting of four dimensions: STEM knowledge, technological readiness, pedagogical readiness, and STEM implementation readiness. Data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings revealed that teachers demonstrated a high level of readiness across all dimensions, with an overall mean score of 3.85. Technological readiness obtained the highest mean score (M = 3.98), followed by STEM knowledge (M = 3.86), while pedagogical readiness and STEM implementation readiness shared the lowest mean score (M = 3.79). Teachers showed strong interest in participating in STEM-related professional development and expressed readiness to implement STEM in science classrooms. Nevertheless, limited hands-on STEM experience and difficulties in designing STEM-based learning activities and assessments remain notable challenges. The findings indicate that while elementary school teachers possess positive perceptions and substantial readiness toward STEM integration, continuous professional development and institutional support are necessary to strengthen pedagogical competencies and practical implementation. These findings offer empirical evidence to inform teacher training program development and policy-making aimed at advancing STEM education at the elementary level.

The Effectiveness of the CERDAS Learning Media in STEAM-Integrated PjBL to Enhance Elementary Students’ Critical Thinking and Collaboration Skills

Chitra Sintarani — 2026-08-06

The achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 7 (Affordable and Clean Energy), requires innovative science learning that develops students’ critical thinking and collaboration skills while fostering awareness of renewable energy and environmental sustainability. However, science learning in elementary schools is often dominated by teacher-centered instruction, limiting students’ opportunities to engage in authentic problem-solving and collaborative activities. This study aimed to examine the effectiveness of the CERDAS learning media (Creating Eco-Friendly Electronic Devices Powered by Solar Energy), implemented through a STEAM-integrated Project-Based Learning (PjBL) approach, in enhancing the critical thinking and collaboration skills of fifth-grade students. The study employed a pre-experimental one-group pretest-posttest design involving 30 fifth-grade students from SD Negeri Sambiroto 02, Semarang City, Central Java, Indonesia. Data on critical thinking skills were collected through pretests and posttests, while collaboration skills were assessed using observation sheets and project evaluation rubrics. The results revealed that students’ critical thinking scores increased from 53.00 to 86.67, with an N-Gain score of 0.72, categorized as high. Students’ collaboration scores also improved from 24.33 to 51.50, with an N-Gain score of 0.76, indicating a high level of improvement. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p < .001), confirming that the improvements were statistically significant. These findings suggest that the CERDAS learning media is an effective innovation for transforming elementary science education by enhancing students’ critical thinking and collaboration skills while supporting renewable energy literacy and sustainability awareness in line with the Sustainable Development Goals.

Reframing Sustainability Pedagogy in Higher Education: An Integrated Framework Based on Marzano's Dimensions of Learning

Wahjoedi Wahjoedi — 2026-08-06

The integration of the Sustainable Development Goals (SDGs) into higher education has become a central priority within Education for Sustainable Development (ESD), as universities are expected to prepare graduates to address complex sustainability challenges. However, existing sustainability pedagogies remain fragmented and predominantly emphasize technical competencies and problem-solving skills while giving limited attention to the affective, ethical, and metacognitive dimensions required for transformative sustainability learning. This study aims to synthesize contemporary pedagogical approaches for embedding the SDGs in higher education, examine their contribution to transformative sustainability learning, and develop an integrated pedagogical framework based on Marzano's Dimensions of Learning. A Critical Interpretive Synthesis (CIS) reviewed peer-reviewed literature published between 2022 and 2026. Studies indexed in Scopus were purposively selected based on their relevance to sustainability pedagogy, transformative learning, and higher education. The synthesis identified project-based learning, experiential education, and service learning, and transformative pedagogies as the dominant approaches to SDGs integration. These approaches effectively promote systems thinking, interdisciplinary collaboration, and sustainability problem-solving but remain largely competency-oriented, with limited attention to ethical agency, reflective practice, self-system processes, and productive habits of mind. The study concludes that current SDGs pedagogies require a more holistic learning framework. Marzano's Dimensions of Learning offers an integrative scaffold linking cognitive, affective, behavioral, and metacognitive domains to strengthen transformative sustainability learning. The proposed framework provides practical guidance for curriculum redesign, faculty development, assessment reform, and institutional strategies supporting comprehensive SDGs integration in higher education.

Implementation of School Co-Curricular Activities through the Saturday Program (PROSA)

Rujiani Rujiani — 2026-08-06

The Saturday Program (PROSA) at SD Negeri Tlogowungu 02 is a co-curricular innovation designed to support 21st-century educational transformation. This program responds to the school’s limited resources, small number of students, and need for more contextual, meaningful, and character-building learning experiences. PROSA is conducted every Saturday through five rotating activities: Sarijo, Sariman, Sarijan, Sadolan, and Saguta. These activities integrate healthy living habits, environmental awareness, gardening, entrepreneurship, and career introduction through the involvement of teachers, students, parents, and the local community. The program applies a Deep Learning approach based on the principles of honoring students, awareness, meaningful learning, and joyful learning. Assessment is carried out formatively and summatively through observation, reflection journals, portfolios, documentation, student products, and feedback from parents and the community. The implementation results show that PROSA improves students’ responsibility, collaboration, creativity, independence, healthy living awareness, environmental care, and entrepreneurial skills. The program also strengthens partnerships among the school, families, and the community. However, the use of technology and parental participation still need further improvement. Overall, PROSA can serve as a relevant co-curricular model for developing students’ competencies holistically in elementary schools.

Developing a Hypothetical Learning Trajectory for Eighth Graders’ Statistical Understanding through Techno-Ethno-Realistic Mathematics Education

Farida Nursyahidah — 2026-08-06

Statistics is an important aspect of mathematics that supports the development of students' cognitive abilities. However, understanding statistical concepts often becomes an obstacle for students. This article aims to develop and present a hypothetical learning trajectory on statistics using a techno-ethno-realistic mathematics education (TE-RME) approach. The research was conducted using a design research method that comprises three main stages: preliminary design, design experiments, and retrospective analysis. This research involved eighth-grade students at a junior high school in Semarang. The focus of this article is on the initial design stage, namely the development of a hypothetical learning trajectory that includes three main activities: (1) collecting, presenting, and interpreting data through culturally context-based video observation and spreadsheet, (2) determining the central tendency measures, and (3) determining the measure of data distribution. The series of activities in this learning trajectory is designed to help students build a deeper understanding of statistical concepts while fostering an appreciation of local culture and diversity in mathematical thinking. This hypothetical learning trajectory is designed to be implemented in experimental classes and research-based teaching using TE-RME to improve students' statistical understanding.

Eco-Heutagogy Based History Learning Design at Adiwiyata High School Bandung

M. Ari Kutowo — 2026-08-06

This study aims to develop a history learning design based on Eco-Heutagogy at SMA Adiwiyata Bandung as an innovative effort in integrating ecological awareness, learning independence, and strengthening student character through contextual and transformative history learning. The initial design of the learning device is compiled theoretically and conceptually based on the results of preliminary studies, needs analysis, theoretical studies, student characteristics, Adiwiyata school characteristics, and a synthesis of the concepts of eco-heutagogy and learning independence. The Eco-Heutagogy approach emphasizes student-centered learning (self-determined learning), reflective, collaborative, and based on harmonious relations between humans, the environment, and socio-cultural values. This study uses the Research and Development (R&D) method with stages including needs analysis, learning design design, initial product development, expert validation, limited trials, product revision, field trials, and model refinement. The research subjects involved history teachers and students at SMA Adiwiyata Bandung. Data collection techniques were conducted through interviews, observations, questionnaires, documentation studies, and learning outcome tests. While data analysis was conducted qualitatively and quantitatively to assess the feasibility, practicality, and effectiveness of the developed design. The results of the study indicate that the developed Eco-Heutagogy-based history learning design is theoretically and empirically valid, practical for use by teachers, and effective in increasing ecological awareness, critical thinking skills, learning independence, and active student involvement in the history learning process. Thus, this learning design has the potential to be a relevant alternative model to be implemented in environmentally conscious schools, Adiwiyata High School, to support the creation of history education that is meaningful, contextual, and oriented towards sustainable character building.

Toward an Integrative ESD-Based Curriculum Management Model for Junior High Schools: A Systematic Literature Review

Martza Merry Swastikasari — 2026-08-06

Abstract The junior high school level has a strategic position in the implementation of ESD. Students at this level of education are in the early phase of adolescence and begin to develop. The existing literature demonstrates that ESD implementation in junior high schools is influenced by multiple interconnected factors, which are often examined in isolation. This study aims to identify patterns of ESD integration, map the dimensions that facilitate its implementation, and develop a conceptual model of ESD-based curriculum management for junior high schools. This study uses a Systematic Literature Review following the PRISMA 2020 framework. The literature was obtained from Scopus and Google Scholar, then selected based on inclusion-exclusion criteria, yielding 31 articles that were analyzed thematically. The results of the study show five patterns of ESD integration, four facilitating dimensions, and a final synthesis that forms an integrative model connecting curriculum design, implementation, evaluation, continuous improvement, learning outcomes, and enabling factors. This study found that ESD integration at the junior high school level does not follow a linear process (content is included–teacher teaches–students understand). Future studies should refine the systematic review protocol by implementing more specific and comprehensive search strategies, while maintaining transparent and rigorous eligibility criteria.

Gender as a Moderator of Eco-Digital Literacy and Sustainable Social Behavior in Paperless Learning Environments

Sima Fatmawati — 2026-08-06

This study aims to analyze the influence of eco-digital literacy on the sustainable social behavior of elementary school students in a paperless learning environment, as well as to test the role of gender moderation in this relationship. A quantitative approach with an explanatory survey design was used by involving 385 students from several elementary schools who had implemented paperless learning. Data was collected using a closed-ended questionnaire on a Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and Multi-Group Analysis (PLS-MGA) through SmartPLS 4. The results showed that eco-digital literacy had a positive and significant effect on sustainable social behavior (β = 0.614; t = 12.792; p < 0.001; R² = 0.577). PLS-MGA testing confirmed that gender moderated the relationship significantly (Δβ = 0.138; p = 0.048), with a stronger influence on the female group (β = 0.681) than on the male (β = 0.543). These findings provide important implications for the development of gender-responsive pedagogic-based curricula in the era of continuous digital learning.

Designing the ECO-ITERATE Framework for Local Socio-Ecological Problem-Based Natural and Social Sciences Learning: A Systematic Integrative Review

Wahyu Ramdhani — 2026-08-06

Elementary Natural and Social Sciences learning requires a pedagogical design that connects scientific concepts, social practices, local environmental conditions, evidence, and responsible action. Previous studies commonly examine scientific literacy, environmental literacy, local wisdom, problem-based learning, and socio-scientific issues as separate strands. This study integrates those strands and designs the ECO-ITERATE framework for elementary learning. A focused systematic integrative review was conducted on 13 peer-reviewed studies published from 2020 to June 2026, supported by the Indonesian IPAS curriculum, the PISA 2025 assessment framework, and PRISMA 2020 reporting principles. Sources were selected through relevance, methodological clarity, outcome relevance, and bibliographic verification criteria, then coded by educational level, local issue, learning approach, inquiry activity, literacy outcome, and evidence directness. The synthesis produced five design principles: local-problem anchoring; integration of scientific, social, environmental, data, and civic literacy; scaffolded evidence-based inquiry; evaluation linked with reflection and collective action; and iterative transfer and redesign. These principles were organized into ten stages: Engage, Connect, Observe, Investigate, Transform, Evaluate, Reflect, Act, Transfer, and Extend. ECO-ITERATE is proposed as a conceptually grounded, classroom-oriented framework that still requires expert validation, practicality testing, limited classroom trials, and comparative effectiveness research

The Internalization of Javanese Leadership Values Through Wayang: A Cultural Historiography Analysis at The Wikasatrian

Priyanto Priyanto — 2026-08-05

This study is grounded in the contemporary crisis of leadership, which increasingly tends toward individualistic orientations while neglecting moral dimensions and local cultural values. Within this context, Javanese culture, particularly wayang kulit purwa (classical Javanese shadow puppetry), offers leadership values that merit examination as an alternative model of leadership that is more humanistic and collective in nature. This study aims to analyze the process of internalizing Javanese leadership values through wayang kulit purwa from the perspective of cultural historiography at the Wikasatrian Institute. The study employed a qualitative approach within an interpretive paradigm and a cultural historiography perspective. Data were collected through participants’ written reflections, in-depth interviews, and documentation of training activities based on wayang performance and gamelan music. Data analysis was conducted using thematic analysis to identify patterns of meaning and processes of leadership value internalization. The findings indicate that the internalization of leadership values occurs through four principal dimensions. First, the symbolic dimension of wayang generates processes of self-reflection. Second, the practical dimension of gamelan performance fosters collective harmony. Third, the psychological dimension encourages a transformation from individualistic orientations toward collective consciousness. Fourth, the cultural dimension, represented through the Javanese concept of rasa, shapes contextual leadership intuition. The study further reveals that wayang and gamelan function not merely as cultural representations, but also as experiential learning media that cultivate leadership awareness grounded in local values. Accordingly, this research affirms that Javanese culture may serve as a source of alternative leadership epistemology and practice that remains relevant to contemporary organizational contexts and leadership development.

Competitiveness of Indonesian Tea Products in the European Union Market

Danang Budi Santoso — 2026-08-05

This study evaluates the competitiveness of Indonesian tea exports in the European Union (EU) market using Trade Map data from 2005 to 2024. Despite the EU being a premium, expanding import market, Indonesia’s export share has severely eroded due to structural challenges and rigidities in adapting to rising sustainability standards. By integrating Revealed Comparative Advantage (RCA) and Constant Market Share Analysis (CMSA), this paper evaluates relative export specialization and decomposes export changes into demand, composition, and competitiveness effects. The RCA results indicate a structural decline, with Indonesia’s aggregate comparative advantage falling below unity in 2021 and reaching roughly 0.6 in 2024. CMSA decomposition reveals that this erosion is primarily driven by a weakening competitiveness effect (CMSA 3), critical market mismatches in composition (CMSA 2), and high vulnerability to demand shocks (CMSA 1). At the disaggregated level, only bulk black tea (HS 090240) maintained a comparative advantage in 2024, albeit with extreme volatility, while value-added segments collapsed. These findings imply that restoring export performance requires transitioning from static comparative advantages toward dynamic competitive advantages. Policymakers should implement upstream plantation rejuvenation and downstream quality upgrading, sustainability compliance, and trade diplomacy to reposition Indonesian tea in higher-value EU market segments.

Exploring Banyumas Local Wisdom as a Contextual Basis for Character Education: Insights from Elementary School Teachers in Indonesia

Fadilla Aisah Nurikhsani — 2026-08-06

Local wisdom carries historically and culturally tested values, yet its potential as a foundation for character education in elementary schools often remains unrealized in practice. Banyumas local wisdom, with its distinctive and egalitarian character, represents an underexplored cultural resource in the context of character education. Within the Merdeka Curriculum, which explicitly accommodates local wisdom integration, empirical studies on how Banyumas local wisdom can serve as a contextual basis for character education in elementary schools remain scarce. This study aims to explore Banyumas local wisdom as a contextual basis for character education in elementary schools. Using a descriptive qualitative approach through semi-structured interviews with 15 grade IV–VI teachers in Banyumas Regency, data were analyzed using Braun and Clarke's (2006) thematic analysis. The findings reveal that Banyumas local wisdom carries authentic values closely connected to students' everyday lives. The values of cablaka, collective participation, and egalitarianism prove relevant to elementary students' character formation. Although the Merdeka Curriculum has provided space for integration, local wisdom remains suboptimally utilized due to the absence of structured guidelines. These findings demonstrate that Banyumas local wisdom holds a strong value foundation for character education and urgently warrants development as a structured basis for character learning.

Integrating Curriculum Innovation and Adaptive Learning Design to Promote Meaningful Learning in Higher Education

Sri Puguh Kristiyawati — 2026-08-06

Digital technology transformation, changing labor market demands, and the diversity of student characteristics require higher education institutions to continuously innovate their curricula and renew their learning design. Curriculum can no longer be understood merely as a list of courses, but as a structured learning experience that connects learning outcomes, graduate competencies, instructional strategies, assessment, and the needs of society and the labor market. This article aims to analyze the integration of curriculum innovation and adaptive learning design in promoting meaningful learning in higher education. This article employs a conceptual literature review approach by examining relevant publications from the last five years on competency-based curriculum, outcome-based education, adaptive learning, student-centered learning, blended learning, and artificial intelligence in higher education. The findings indicate that curriculum innovation should be directed toward learning flexibility, competency strengthening, alignment with labor market needs, and continuous evaluation. Meanwhile, adaptive learning design is needed to adjust learning strategies, media, activities, and assessment to the diverse needs of students. The integration of these two aspects can promote meaningful learning because students do not only understand concepts, but are also able to connect theory with real-life experiences, think critically, solve problems, and develop professional competencies. This article offers a conceptual framework suggesting that meaningful learning can be achieved through an integrated relationship among curriculum innovation, adaptive learning design, digital technology, and student-centered learning.

Batik Lasem educational Game as a means of strengthening the dimension of Global Diversity in elementary school students

Yanti Sulistyowati — 2026-08-06

Globalization presents both opportunities and challenges in shaping the identity of elementary school students, particularly in maintaining cultural awareness while developing global perspectives. The dimension of global diversity (berkebinekaan global) in the Pancasila Student Profile demands learning innovations that bridge local culture and global values. This study aimed to develop and examine the effectiveness of an educational game based on Batik Lasem in strengthening the global diversity dimension of elementary school students. Batik Lasem was chosen because it represents the acculturation of Javanese, Chinese, and Arabic cultures, making it an authentic medium for cultivating tolerance and respect for cultural differences. The study employed a quasi-experimental design with a pretest-posttest non-equivalent control group. The sample consisted of 64 fifth-grade students from two elementary schools in Rembang Regency, selected through purposive sampling. The experimental group (n=32) used the Batik Lasem educational game, while the control group (n=32) used conventional methods. Data were collected using a validated global diversity attitude scale and a cultural knowledge test, then analyzed using an independent samples t-test and N-Gain analysis. The results showed a significant difference between the two groups (t=7.842; p<0.001) with an effect size of Cohen's d=1.94 (very large category). The N-Gain of the experimental group was 0.71 (high category), while the control group was 0.32 (medium category). These findings indicate that the Batik Lasem educational game is effective as a means of strengthening the global diversity dimension in elementary school students, while preserving local cultural heritage in the digital era.

The Effect of Baamboozle-Assisted Digital Learning Media on Students’ Learning Motivation and Critical Thinking Skills in Natural and Social Sciences Learning

Laely Rizki Maulida — 2026-08-06

The integration of digital learning media in elementary schools requires the use of media that are not only engaging but also capable of supporting students’ learning motivation and critical thinking skills. Baamboozle is a game-based learning platform that provides quiz activities, scoring, simple competition, feedback, and classroom interaction, making it relevant for use in Natural and Social Sciences learning. This study aimed to examine the effect of Baamboozle-assisted digital learning media on elementary school students’ learning motivation and critical thinking skills. This research employed a quantitative approach using a quasi-experimental posttest-only nonequivalent control group design. The participants consisted of 53 third-grade elementary school students who were divided into a Baamboozle group and a conventional learning group. Data were collected using a learning motivation questionnaire and a critical thinking skills test, both of which had been tested for validity and reliability. The data were analyzed using MANOVA (Multivariate Analysis of Variance). The results showed that Baamboozle-assisted digital learning media had a significant simultaneous effect on students’ learning motivation and critical thinking skills. The between-subjects test also indicated significant differences between the Baamboozle group and the conventional group in both learning motivation and critical thinking skills, with the Baamboozle group obtaining higher mean scores on both variables. These findings suggest that Baamboozle can be used as a digital learning medium that supports both the affective and cognitive aspects of students in elementary school Natural and Social Sciences learning.

Institutional Trust as A Governance Mechanism in Dual Governance Systems of Indonesian Private Universities

Graverra Personata — 2026-08-06

Governance effectiveness in Indonesian private universities is often challenged by dual governance arrangements involving foundations and university leadership. While previous studies have primarily explained these relationships through Agency Theory, emphasizing monitoring, control, and accountability mechanisms, limited attention has been given to the role of institutional trust in facilitating effective governance. This study aims to explore how institutional trust functions as a governance mechanism within dual governance relationships in Indonesian private universities. A qualitative multiple-case study design was employed involving four private universities in Indonesia: Universitas Muhammadiyah Purwokerto (UMP), Universitas Muhammadiyah Semarang (UNIMUS), Universitas Islam Sultan Agung (UNISSULA), and Universitas Pancasakti Tegal (UPS). Data were collected through semi-structured interviews with foundation representatives, governing board members, rectors, and senior university leaders and analyzed using thematic analysis. The findings revealed four interrelated dimensions through which institutional trust operates. First, transparency and accountability strengthened confidence through open reporting and information sharing. Second, role clarity and clearly defined authority boundaries reduced uncertainty and supported cooperative governance relationships. Third, formal and informal communication facilitated mutual understanding and conflict prevention. Fourth, shared institutional values, including Al-Islam dan Kemuhammadiyahan (AIK), amanah wakaf, and professionalism, reinforced collective commitment to institutional goals. Across all cases, trust emerged as a complementary governance mechanism that supported collaboration between principals and agents alongside formal governance structures. The study concludes that governance effectiveness in private universities cannot be fully explained through traditional Agency Theory alone. A Trust-Based Governance Perspective is proposed, highlighting institutional trust as a critical mechanism that enhances governance effectiveness and institutional sustainability within dual governance environments.

Designing Child-Friendly Digital Comics Integrating Local Wisdom and PBL-SSI for Environmental Disaster Learning Materials in Primary Schools

Ika Ari Pratiwi — 2026-08-06

The principle of child-friendly learning emphasizes the importance of providing safe, meaningful, participatory learning experiences that are appropriate to the developmental characteristics of students. However, the learning of science and science in grade IV of primary schools on environmental disaster material encountered obstacles in connecting science concepts with real problems experienced by students. The researchers also found non-optimally utilized digital media that integrated local wisdom. This study analyzed the learning needs of environmental disaster material reviewed from the aspect of media and integration of child-friendly local wisdom; design a child-friendly digital comic that integrates local wisdom and PBL-SSI in disaster material; and identify the characteristics of digital comics that support science and science learning. This Research and Development (R&D) method used the ADDIE model limited to the Analysis and Design stages. The researchers collected through observation, interviews, and document analysis, then analyzed using thematic analysis. The results of the study indicate the need for contextual, interactive, and close-to-student experience learning media. Based on these needs, the researchers designed the digital comic “Pahlawan Lingkungan dari Kesambi”, integrating local wisdom, child-friendly principles, PBL-SSI, QR Code, and Heyzine flipbook. The resulting comic has eight key characteristics that support environmental awareness and critical thinking. This research contributes to the development of a child-friendly digital comic design framework based on local wisdom and PBL-SSI for environmental disaster learning in primary schools.

Validity of the Metacognitive Awareness Instrument for Prospective Mathematics Teacher Students

Nita Hidayati — 2025-08-05

The purpose of this study is to describe the validity of the metacognitive awareness instrument which includes metacognitive knowledge and regulation. The metacognitive awareness instrument is in the form of a questionnaire consisting of 52 statements. This study is a qualitative descriptive study to assess and obtain the quality of a valid metacognitive awareness instrument to characterize students' metacognitive awareness. The student metacognitive awareness instrument was validated by two psychologists and a linguist. The metacognitive awareness instrument was also empirically validated by involving 28 mathematics education students as respondents. The results of the study show: (1) the validator's assessment of the metacognitive awareness instrument from the aspect of content validity is categorized as valid and reliable (Cohen's kappa = 0.29), (2) the metacognitive awareness instrument is empirically valid (Pearson Correlation > r table) and reliable (Cronbach's alpha = 0.754). These results indicate that the metacognitive awareness instrument can be used to characterize the metacognitive awareness of prospective mathematics teacher students.

The Importance of Developing Gamification-Based Interactive Learning Media to Improve Disaster Mitigation and Preparedness Literacy Among Elementary School Students

Candra Kristiyan — 2026-08-05

This study aims to determine the urgency of developing gamification-based interactive learning media for elementary school students in the context of disaster mitigation and preparedness literacy. Elementary school-aged children are in a phase of cognitive and psychomotor development that requires a contextual, participatory, and enjoyable learning approach. However, disaster education in elementary schools still tends to be theoretical, rote, and lacking in practical simulations. To optimize students’ understanding and preparedness, a revitalization of the learning approach is needed through the integration of gamification into interactive media. The method used in this study is a systematic literature review. This review begins with the research question: “Why is gamification-based interactive learning media necessary for disaster mitigation literacy in elementary schools?” Articles were searched for via Google Scholar, Scopus, ERIC, Springer, and ScienceDirect using the keywords: gamification, disaster literacy, interactive learning media, disaster mitigation and preparedness, and elementary schools (publication years 2022–2026). Based on the literature review, it was found that disaster mitigation education remains limited to the delivery of cognitive information; gamification has been proven to enhance student motivation, engagement, and memory retention; and interactive media enables safe and repeatable simulations of disaster scenarios. Therefore, theoretically grounded in scientific evidence, gamification-based interactive learning media need to be developed to strengthen disaster mitigation and preparedness literacy, as well as to foster responsive and adaptive habits among elementary school students in disaster-prone areas.

Teacher Professional Development in Modern Islamic Boarding School: A Systematic Literature Review

Bunyamin Bunyamin — 2026-08-05

Teacher professional development (TPD) has become increasingly important in modern Islamic boarding schools (pesantren) in response to educational transformation, technological advancement, and the growing demand for high-quality learning. Teachers are expected to possess not only pedagogical competence but also digital literacy, professional commitment, and the ability to integrate Islamic values into educational practices. This study aims to synthesize recent research on teacher professional development in modern pesantren and identify key factors contributing to teacher competence enhancement and educational innovation. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Fifteen peer-reviewed studies published between 2019 and 2025 were selected based on predefined inclusion criteria and analyzed using thematic synthesis. The findings revealed five dominant themes influencing the effectiveness of teacher professional development: enhancement of pedagogical competence, development of digital literacy and technological adaptation, integration of Islamic values, collaborative professional learning, and leadership support. The review indicates that sustainable and context-sensitive professional development programs contribute significantly to improving instructional quality, teacher professionalism, and educational innovation in pesantren. Based on these findings, an integrative teacher professional development framework is proposed, combining pedagogical innovation, digital literacy, Islamic values integration, collaborative learning communities, and reflective supervision. This study contributes to the growing discourse on teacher professionalism in Islamic education and provides practical recommendations for policymakers, educational leaders, and pesantren administrators in designing sustainable professional development programs.

Characteristics of Pre-Service Teacher’s Spoken Language in Teaching Practice: A Systematic Literature Review

Ratna Muthia — 2026-08-05

Oral language is an essential component of teachers’ pedagogical competence. As future educators, pre-service teachers need to develop effective oral language skills as part of their teaching practice. This study aims to analyze and synthesize the characteristics of pre-service teachers’ spoken language in teaching practice based on previous research. The study employed a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Articles were identified through searches in Google Scholar, the Education Resources Information Center (ERIC), and Scopus. Following the application of inclusion and exclusion criteria, 17 articles were selected for analysis. The findings indicate several tendencies in pre-service teachers’ spoken language. First, spoken language is predominantly used to manage classroom activities and direct students’ learning through questioning, teacher talk, and directive speech acts. Second, spoken language tends to function as a means of knowledge transmission, as reflected in the prevalence of display questions, factual questions, and Initiation–Response–Evaluation (I-R-E) interaction patterns. Third, the use of language to promote argumentation, negotiation of meaning, and collaborative knowledge construction remains limited. Fourth, pre-service teachers employ code-mixing as a communication strategy to adapt to multilingual classroom contexts. These findings suggest that pre-service teachers have developed the ability to use spoken language for organizing classroom instruction; however, its use in fostering productive academic dialogue still requires further strengthening. This comprehensive overview of the spoken language characteristics of pre-service teachers may serve as a foundation for the development of teacher education programs that place greater emphasis on dialogic learning.

The Evolution of Curriculum Evaluation Research in Schools: A Systematic Literature Review

Niam Wahzudik — 2026-08-06

Curriculum evaluation plays a pivotal role in educational quality improvement and evidence-informed decision-making in schools. Nevertheless, research in this field remains fragmented across diverse evaluation models, methodological approaches, and educational contexts, limiting a comprehensive understanding of its development. This study systematically examines the evolution of school-based curriculum evaluation research by identifying publication trends, dominant evaluation models, methodological developments, paradigm shifts, major and emerging themes, research gaps, and future directions. A systematic literature review was conducted following the PRISMA 2020 framework. Studies published between 2016 and 2026 were retrieved from Google Scholar. Of the 200 initially identified records, 44 journal articles and conference papers met the inclusion criteria after duplicate removal, title and abstract screening, full-text assessment, and document authentication. The data were analysed using descriptive analysis, VOSviewer-assisted bibliometric mapping, and thematic synthesis. The findings indicate a substantial increase in publications between 2022 and 2026. The CIPP model was the most frequently identified evaluation framework, while descriptive studies, single-case designs, and document analyses remained methodologically prevalent. Major themes included curriculum implementation and effectiveness, evaluation models, inclusive education, and the conceptual development of curriculum evaluation. The field has gradually shifted from objective- and outcome-oriented evaluation towards more contextual, adaptive, participatory, and governance-oriented perspectives. However, multisite, longitudinal, comparative, and participatory studies, as well as technology-supported evaluation, remain limited. Future research should develop adaptive, data-informed, participatory evaluation models that are embedded in school governance and decision-making systems.

Developing a STEAM-Based Water Cycle Diorama Integrating 3D Printing, Virtual Reality, and Local Wisdom: An Educational Design Research

Rosmalah Yanti — 2026-08-05

The water cycle is a core topic in elementary IPAS learning, but students often find it difficult because several processes are abstract, dynamic, and not directly observable. This study develops a conceptual design for SIAR Media, a STEAM-based water cycle diorama integrating 3D printing, Virtual Reality (VR), and the local wisdom of the Tongkonan Traditional House. Using Educational Design Research, the study focuses on two initial phases: analysis and exploration, and design and construction. Participants included three elementary school teachers and nine fifth-grade students, while conceptual validation involved subject matter and media experts. Data were collected through semi-structured interviews, literature review, and expert validation, then analyzed thematically and descriptively. Findings show that students recognize basic water cycle stages but still struggle to explain condensation, infiltration, and causal relationships among water cycle components. Teachers also reported that existing media remain limited in connecting concrete objects with invisible scientific processes. The resulting design combines a 3D-printed physical diorama, VR visualization, STEAM-oriented activities, local cultural context, and learning scaffolds. Expert feedback confirms its pedagogical relevance and recommends stronger visualization of process relationships and explicit engineering and mathematics activities.

Batik Lasem educational Game as a means of strengthening the dimension of Global Diversity in elementary school students

Yanti Sulistyowati — 2026-08-03

Mapping the Relationship between Social Anxiety and Social Resilience in Students: A Systematic Review

Zakiyah Ismuwardani — 2026-08-05

This study aims to map the relationship between social anxiety and social resilience among students within the contexts of social interaction and educational environments through a systematic review approach. The literature search was conducted on publications from 2015 to 2026 using a structured and systematic selection process. The initial search identified 4,348 articles, which were subsequently screened based on predefined inclusion and exclusion criteria, resulting in 315 eligible studies. Further selection reduced the number to 203 articles, and finally, 58 studies were included for in-depth analysis. The findings reveal that students’ social anxiety is strongly associated with the quality of social interactions, peer support, and teacher student relationships within educational settings. At the same time, social resilience emerges as an adaptive capacity that develops through supportive school environments, positive interpersonal experiences, and emotionally safe learning spaces. The review highlights that educational institutions play a strategic role not only in mitigating social anxiety but also in fostering students’ resilience in navigating social challenges. This study contributes to the growing discourse on student mental health by emphasizing the importance of human-centered educational practices that promote psychological well-being, social connectedness, and adaptive resilience among students. The findings are expected to provide valuable insights for educators, researchers, and policymakers in designing inclusive and supportive educational environments.

Instructional Leadership for Differentiated Learning Through APOLO Integrated with QARVI (QR Code, Augmented Reality, and Virtual Reality): An ADDIE-Based Development Study in Elementary Education

Galih Suci Pratama — 2026-08-05

The implementation of differentiated learning in elementary schools remains challenging due to teachers’ limited understanding of students’ diverse learning characteristics and the need to integrate local wisdom with digital learning resources. This study aimed to develop and evaluate APOLO (Local Potential Application) integrated with QARVI (QR Code, Augmented Reality, and Virtual Reality) as an instructional leadership innovation to support differentiated learning and strengthen local wisdom-based education. The research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. During the analysis phase, learning needs and implementation challenges of the Merdeka Curriculum were identified. The design and development phases focused on creating a web-based platform integrating non-cognitive diagnostic assessment, local potential resources, learning materials, project-based activities, and QARVI technology. Product feasibility was evaluated through expert validation involving academic and practitioner reviewers, followed by revisions based on the validation results. The implementation phase involved teachers, students, parents, and community stakeholders in local wisdom-based differentiated learning activities. The findings indicated that the developed product was categorized as feasible and appropriate for educational use based on expert validation results. Furthermore, effectiveness evaluation demonstrated a 95% learning effectiveness score, supported by positive responses from teachers and students regarding engagement, learning flexibility, accessibility of learning resources, and the diversity of learning products produced. The integration of QR Code, Augmented Reality, and Virtual Reality enriched learning experiences and facilitated differentiated content, process, and product learning. The study concludes that APOLO integrated with QARVI is a valid, effective, and scalable digital learning innovation that supports differentiated instruction, strengthens local wisdom integration, and promotes meaningful learning experiences in elementary education.

Organizational Citizenship Behavior among Daycare Caregivers in Central Java: Implications for Professional Commitment and Future Educator Development

Anissa Yuwantina — 2026-08-05

The increasing demand for daycare services and the complexity of early childhood education require caregivers not only to possess formal competencies but also to demonstrate positive organizational behavior that supports service quality and institutional effectiveness. In recent years, Indonesia has faced increasing cases of violence and neglect in daycare institutions, highlighting the importance of caregiver professionalism, organizational culture, and institutional support systems in ensuring children’s safety and well-being. In daycare settings, caregivers play a strategic role in supporting children’s early development and creating a safe learning environment. Therefore, understanding Organizational Citizenship Behavior (OCB) among daycare caregivers is important for strengthening professional commitment and preparing future educators. This study aimed to describe the OCB of daycare caregivers in Central Java Province, Indonesia. A descriptive quantitative approach was employed involving 333 daycare caregivers from several regions in Central Java. Data were collected using a researcher-developed questionnaire based on the Organizational Citizenship Behavior framework encompassing the dimensions of altruism, conscientiousness, sportsmanship, courtesy, civic virtue, peacekeeping, and cheerleading. The findings showed that daycare caregivers demonstrated a moderate level of OCB (M = 2.55; SD = 0.25). The results indicate that caregivers generally exhibit positive discretionary behaviors that support teamwork, organizational effectiveness, and service quality. These findings highlight the importance of strengthening organizational culture, professional development programs, and institutional support systems to improve daycare service quality and foster professional commitment among caregivers.

Humanizing STEM Education in Primary Schools: Integrating Ethnopedagogy and Digital Learning for Sustainable Futures

Astrid Lekatompessy — 2026-08-05

The rapid advancement of science and technology, coupled with increasing global sustainability challenges, has highlighted the need for more holistic and culturally responsive STEM education. However, existing studies on ethnopedagogy, STEM education, digital learning, scientific literacy, and sustainability education are often investigated separately, resulting in fragmented pedagogical approaches. This study aims to synthesize current research trends and propose a conceptual Humanistic Ethno-STEM Model for Sustainable Citizenship that integrates local wisdom, cultural values, inquiry-based learning, STEM integration, digital storytelling, scientific literacy, and sustainability education. A Systematic Literature Review (SLR) following the PRISMA 2020 guidelines was conducted using publications retrieved from international databases. The selected studies were analyzed through descriptive analysis, bibliometric mapping, and thematic synthesis to identify dominant themes, research trends, and knowledge gaps. The findings revealed five major themes: Humanistic STEM Education, Ethnopedagogy, Digital Learning, Scientific Literacy, and Sustainability Education. The review indicates that although each theme contributes positively to student learning outcomes, relatively few studies integrate these dimensions within a unified educational framework. Based on the synthesis, a Humanistic Ethno-STEM Model for Sustainable Citizenship is proposed, consisting of four interconnected components: Input (local wisdom and cultural values), Process (inquiry-based learning, STEM integration, and digital storytelling), Output (scientific literacy, critical thinking, and cultural awareness), and Outcome (sustainable citizenship). The proposed model contributes a novel theoretical framework that bridges cultural responsiveness, technological innovation, scientific literacy, and sustainability-oriented learning. This study provides implications for curriculum development, instructional design, and educational policy while offering directions for future empirical validation, particularly in culturally diverse contexts such as Papua, Indonesia.

Developing an Artificial Intelligence-Based Learning Model to Enhance Students’ Critical Thinking Skills in Elementary Education

Achmad Sumali — 2026-08-05

The rapid development of artificial intelligence (AI) technology has opened new opportunities in reforming educational paradigms, particularly in elementary schools. However, the integration of AI-based learning models specifically designed to enhance critical thinking skills at the elementary level remains limited. This study aims to develop and evaluate an AI-based learning model that systematically cultivates critical thinking competencies among elementary school students. A research and development (R&D) approach following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. Participants consisted of 120 fourth-grade students from three public elementary schools in Tangerang Selatan, Indonesia, selected through purposive sampling. Data were collected using critical thinking assessment rubrics, learning observation sheets, and student response questionnaires. Validity was established through expert review panels, while reliability was confirmed through Cronbach’s Alpha analysis. Findings revealed that the AI-based learning model demonstrated high validity (mean score 4.32/5.00), strong practicality (86.7%), and significant effectiveness in improving students’ critical thinking skills, with a mean post-test score of 82.4 compared to 61.3 in the pre-test (N-gain = 0.54, categorized as moderate). Students showed particularly notable improvement in the dimensions of analysis, evaluation, and inference. This study contributes an innovative, evidence-based learning model that can be adapted to diverse elementary education contexts and advocates for broader AI integration in primary education curricula.

Smart Interactive Learning Websites for Digital Literacy Empowerment: Integrating Artificial Intelligence, Gamification, and Learning Analytics

Aisyah Faradhilah Yasmin — 2026-08-05

The rapid advancement of digital technology has increased the demand for effective digital literacy education, yet existing learning platforms often lack adaptive and engaging mechanisms to support diverse learner needs. This study aims to design, develop, and evaluate an intelligent interactive learning website that integrates artificial intelligence (AI), gamification, and learning analytics to empower digital literacy competencies among learners. A design-based research (DBR) methodology was employed, involving an iterative cycle of analysis, design, development, implementation, and evaluation with a small group of elementary school students. The AI component facilitated personalized learning paths through adaptive content recommendations, while gamification elements including badges, leaderboards, and a points system increased learner motivation and engagement. A learning analytics dashboard provided real-time insights into learner progress and behavioral patterns for both students and instructors. Findings demonstrated a significant improvement in digital literacy scores (p < 0.01), with a 34% increase in learner engagement. This study provides a replicable framework for developing intelligent education platforms and demonstrates that the convergence of AI, gamification, and learning analytics is a transformative approach to fostering digital literacy in higher education contexts.

Fragile Indonesia, Resilient Indonesia: Understanding Indonesia's Position in The Global War For Talent

Asep Sukmayadi — 2026-08-05

This paper examines the strategic meaning of Indonesia’s position in the phenomenon commonly referred to as the “global war for talent”. By reassessing Indonesia’s position measured by Global Talent Competitiveness Index (GTCI) in year of 2020-2023, this study discuss the strategic significance of Indonesia’s position in a broader view. Indonesia’s position in the Global Talent Competitiveness Index reflects a strategic paradox. On the one hand, Indonesia possesses significant demographic potential and abundant human resources; on the other hand, the country continues to face structural vulnerabilities in global talent competitiveness. The findings therefore indicate that Indonesia’s relatively modest position in global talent competitiveness is not merely an educational issue, but also reflects broader structural challenges. In this context, global talent competitiveness should be understood as an integral dimensions of national resilience, since the capacity to develop, attract, and retain talent increasingly determines a nation’s ability to survive and compete in the global arena. This study argues that strengthening Indonesia’s talent competitiveness requires an integrated national talent management in a long-term national resilience frameworks. Therefore, the discourse on global talent competitiveness and talent development should not be viewed solely as a sectoral educational agenda, but as a strategic geopolitical and national resilience issue in midst of an increasingly volatile and uncertain global environment.

Transforming Elementary Science Learning through Ethno-STEM-Based Ecopedagogy: A Quantitative Study on Local Wisdom Integration and Science Concept Understanding

Septina Rahmawati — 2026-08-05

This study aimed to analyze the effect of Ethno-STEM based ecopedagogy on elementary students' understanding of science concepts through the integration of local wisdom in science learning. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group design. The research was conducted at SD 1 Piji and SD 2 Piji, Kudus Regency, involving 48 fifth-grade students divided into an experimental class and a control class. Data were collected through science concept understanding tests, observation sheets, and student response questionnaires. The data were analyzed using descriptive statistics, independent sample t-test, N-Gain, and effect size analysis. The results showed that students in the experimental class achieved higher posttest scores (M = 84.37) compared to the control class (M = 71.58). The independent sample t-test indicated a significant difference between both groups, t (46) = 4.872, p < .001. Furthermore, the experimental class obtained a higher N-Gain score (0.63) with a large effect size (Cohen's d = 1.41). The findings indicate that Ethno-STEM-based ecopedagogy effectively improves students' science concept understanding, learning engagement, and ecological awareness through contextual and culturally relevant learning experiences. The study suggests that integrating local wisdom and environmental education into STEM learning can support meaningful and sustainable science education in elementary schools.

Analysis of AI Literacy Competencies of Elementary School Teacher Education Students in Designing Elementary School Mathematics Learning

Ervina Eka Subekti — 2026-08-05

The rapid development of Artificial Intelligence (AI) has brought significant changes to the world of education and requires prospective teachers to possess adequate AI literacy competencies. This study aims to analyze the AI literacy competence of PGSD students UPGRIS in designing elementary school mathematics learning. The research uses a descriptive quantitative approach with a survey method. Data were collected thru a questionnaire given to PGSD students who are taking the elementary school mathematics learning course. The research instrument measures five aspects of AI literacy competence, namely understanding the basic concepts of AI, the ability to use AI applications, the ability to critically evaluate AI outputs, awareness of the ethical use of AI, and the ability to integrate AI into the design of elementary school mathematic. The data were analyzed using descriptive statistics in the form of percentages and average scores. The research results show that the AI literacy competence of PGSD students is in the high category with an average achievement of 77.61%. The ability to integrate AI into mathematics learning achieved the highest score of 82.75%, while the ability to critically evaluate AI outputs achieved the lowest score of 70.60%. These findings indicate that students are well-prepared to utilize AI to support the design of mathematics learning, although their critical thinking skills in evaluating AI outputs still need improvement. This research contributes to the development of AI literacy in teacher education and serves as a foundation for strengthening the curriculum and AI literacy training for prospective elementary school teachers.

Fostering Digital Agency Through Scaffolding in Social Studies Education: A Systematic Literature Review

Budi Kurnia — 2026-08-06

Digital transformation shifts the orientation of Social Studies education from content acquisition toward developing students' digital agency for critical participation in society. Although research on digital literacy expands, a comprehensive synthesis regarding the role of scaffolding in fostering digital agency within Social Studies remains limited. This study aims to analyze study characteristics, thematic clusters, intervention impacts, and implementation challenges of scaffolding-based digital agency. Utilizing a Systematic Literature Review (SLR) guided by the PRISMA 2020 statement and rigorous Quality Assessment, 11 core empirical articles from the 2015-2025 period were retrieved from the Scopus database. Qualitative-thematic synthesis crystallizes the literature into five main clusters: digital literacy, civic participation, instructional technology, disciplinary thinking, and teacher professional learning. The implemented scaffolding strategies proved highly effective in enhancing students' cognitive-evaluative capacities, such as data literacy and critical source evaluation. However, their impact on active digital civic engagement outside the classroom remains moderate-to-low. Key challenges identified include the dominance of epistemic control in learning orientations and the fragmentation between techno-pedagogical designs and the core essence of civic education. This study contributes to formulating an integrated conceptual model and mapping critical research gaps to guide future Social Studies instructional designs oriented toward active digital citizenship.

Digitalization of Web-Based Teaching Materials Through the Teams Games Tournament Learning Model to Improve Critical Thinking Skills of Elementary School Students in Civics Education (PKn)

Luqman Rohmad Maghribi — 2026-08-06

The development of digital teaching materials has become a strategic priority in basic education reform in Indonesia, particularly as the Merdeka Belajar (Freedom to Learn) curriculum increasingly demands higher-order thinking skills from students at all school levels. However, Civics Education (PKn) in elementary schools is still characterized by rote memorization practices and teacher-centered instruction, resulting in underdevelopment of critical thinking skills. This study investigated the effectiveness of web-based digital teaching materials integrated with the Teams Games Tournament (TGT) cooperative learning model in improving fourth-grade elementary school students' critical thinking skills in Civics. A quasi-experimental design with a pre-test and post-test and a non-equivalent control group was used, involving 68 students from two parallel fourth-grade classes at SDN Pleburan 03 Semarang. The experimental group (n = 34) received instruction through a web-based digital teaching material platform incorporating TGT game mechanics, while the control group (n = 34) received conventional textbook-based instruction. Critical thinking skills were measured using a validated essay-based instrument aligned with the six dimensions of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Quantitative data were analyzed using independent sample t-tests and Mann-Whitney U tests, with effect sizes calculated using Cohen's d. Qualitative data were collected through classroom observations and teacher interviews to contextualize the quantitative findings. Results showed a statistically significant increase in critical thinking ability scores among students in the experimental group (M = 79.41, SD = 8.12) compared to the control group (M = 66.18, SD = 9.74), with a large effect size (Cohen's d = 1.47). Thematic analysis of the qualitative data identified three main themes: Digital Engagement as a Catalyst for Curiosity, Collaborative Competition as a Driver of Analytical Thinking, and Teacher Facilitation in Technology-Mediated Environments. These findings confirm that careful integration of digital instructional materials and TGT collaborative mechanisms is a pedagogically and contextually appropriate strategy for fostering critical thinking in elementary-level Citizenship Education in Indonesia.

The Effectiveness of an Ethno-ESD-Based Science Textbook in Improving Environmental Literacy and Critical Thinking Skills of Junior High School Students on the Topic of Climate Change

Okky Ratri — 2026-08-06

Climate change requires educational approaches that enhance students’ scientific understanding while developing sustainability competencies and higher-order thinking skills, yet integrating Education for Sustainable Development (ESD) with local wisdom into a single, contextualized resource for junior high school climate change education remains rarely examined. This study investigated the effectiveness of an Ethno-Education for Sustainable Development (Ethno-ESD)-based Science Textbook in improving junior high school students’ environmental literacy and critical thinking skills on the topic of climate change. A quantitative, quasi-experimental design with a non-equivalent control group pretest-posttest design was used. Two intact junior high school classes participated: an experimental class taught using the Ethno-ESD-based Science Textbook and a control class taught using the conventional textbook. Data were collected through environmental literacy and critical thinking tests, analyzed using N-Gain analysis, the Independent Samples t-test, and Cohen’s d. The experimental class showed greater improvement in environmental literacy (N-Gain = 0.63) and critical thinking skills (N-Gain = 0.62) than the control class (N-Gain = 0.31 for both), with statistically significant differences (t = 5.873 and 6.142, p < 0.05) and large effect sizes (Cohen’s d = 0.88 and 0.92, respectively). Integrating ESD principles, climate change education, and local wisdom created meaningful, contextual learning that strengthened students’ sustainability competencies and higher-order thinking. The Ethno-ESD-based Science Textbook is therefore an effective, innovative resource for promoting environmental literacy and critical thinking in junior high school science learning, offering a transferable model for other culturally diverse settings.

Development And Validity-Reliability Testing Of An Early Childhood Education Institution Performance Instrument Based On A Psychometric Approach

Melati Indri Hapsari — 2026-08-06

This study aimed to develop and examine the validity and reliability of a psychometric-based performance instrument for Early Childhood Education (ECE) institutions. The study employed a Research and Development (R&D) method using a quantitative psychometric approach. Instrument development was conducted through several stages, including construct identification, indicator formulation, expert validation, instrument trials, and statistical validity-reliability testing. The instrument was developed based on four dimensions of institutional performance: input, process, output, and outcome, consisting of 30 statement items using a Likert scale. The research sample involved 300 teachers and administrators of ECE institutions. Content validity was analyzed using Aiken’s V index, construct validity was tested through Exploratory Factor Analysis (EFA), and reliability was measured using Cronbach’s Alpha coefficient. The results showed that all instrument items met the validity criteria, with Aiken’s V values ranging from 0.80 to 0.90 and factor loading values above 0.50. The Kaiser-Meyer-Olkin (KMO) value exceeded 0.50, and Bartlett’s Test of Sphericity was significant, indicating the feasibility of factor analysis. The reliability test produced a Cronbach’s Alpha value of 0.973, indicating very high internal consistency. Therefore, the instrument was declared valid, reliable, and feasible for evaluating ECE institutional performance.

Keywords: early childhood education; institutional performance instrument; psychometric approach; validity and reliability testing

Building a Digital Ecosystem: Educational Technology and Continuous Learning Innovation

Endah Pramiasih — 2026-08-06

The digital transformation of education requires teachers to innovate and integrate technology effectively into learning, but its implementation in Indonesia faces systemic challenges related to school leadership, academic culture, and technological infrastructure. This study aims to analyze the determinants of teachers' digital innovation, focusing on the role of online self-training, academic culture through Learning Community (KOMBEL), principals' leadership, and information technology (IT) facilities. The quantitative approach uses Structural Equation Modeling (SEM) with a population of 2015 ASN teachers and then a random sample was obtained from 302 state junior high school teachers in four districts of the former West Pekalongan Residency. These findings reveal that the leadership of school principals significantly shapes academic culture (β=0.597) and the provision of IT facilities (β=0.644). IT facilities emerged as the dominant factor influencing teachers' digital innovation (β=0.462). The research model showed a good match with empirical data (CFI=0.997; RMSEA = 0.059). The study theoretically integrates the Technology Acceptance Model (TAM) which explains the acceptance of technology through the perception of convenience and benefit with the Resource-Based View (RBV) which analyzes the school's internal resources as a strategic asset for continued competitive advantage. In practical terms, these findings imply that the sustainable strengthening of the digital ecosystem requires integrated policies that simultaneously align transformational leadership, collaborative culture development, and investment in technology infrastructure.

Indonesian Diaspora and Economic Diplomacy: A Systematic Literature Review of Transnational Networks, Soft Power, and Development

Dyah L. Asmarani — 2026-08-05

The growing importance of diaspora communities in international relations has increased scholarly interest in their contributions to economic diplomacy and national development. However, research on the Indonesian diaspora remains fragmented across migration studies, public diplomacy, economic diplomacy, and development studies. This study aims to systematically review the literature on the role of the Indonesian diaspora in economic diplomacy by examining the interconnections among transnational networks, soft power, economic engagement, and development outcomes. Using a Systematic Literature Review (SLR) approach based on the PRISMA 2020 framework, relevant publications were identified, screened, and synthesized from major academic databases. The findings reveal that Indonesian diaspora communities function as strategic transnational actors whose contributions extend beyond remittances and traditional migration activities. The literature indicates that diaspora engagement operates through four interconnected dimensions: (1) transnational networks that facilitate the flow of knowledge, information, capital, and opportunities; (2) soft power generation through cultural diplomacy, education, and public diplomacy; (3) economic engagement through trade promotion, investment facilitation, entrepreneurship, and tourism development; and (4) development outcomes, including innovation diffusion, human capital development, competitiveness enhancement, and economic growth. The review also highlights the growing role of digital technologies in strengthening diaspora engagement while identifying persistent institutional and policy constraints. The main originality of this study lies in the development of an integrated Diaspora Economic Diplomacy framework linking transnational networks, soft power, economic engagement, and development outcomes. This study contributes to the literature by providing a comprehensive interdisciplinary perspective and establishing diaspora economic diplomacy as an emerging field of inquiry.

Pre-Service Elementary Teachers’ Perceptions of Sustainable Development Goals (SDGs)-Oriented Learning

Bramianto Setiawan — 2026-08-06

This study investigates pre-service elementary teachers’ perceptions of Sustainable Development Goals (SDGs)-oriented learning by examining four key dimensions: relevance, pedagogical value, feasibility, and readiness. Employing a quantitative descriptive survey design, the study involved 75 students enrolled in the Elementary School Teacher Education (PGSD) program at a higher education institution located in Bekasi Regency, Indonesia. Data were collected through a validated questionnaire using a five-point Likert scale and analyzed through descriptive statistics, complemented by inferential analysis using Welch’s independent-samples t-test and effect size estimation. The findings reveal that pre-service elementary teachers perceive SDGs-oriented learning as highly relevant to elementary education goals and as having strong pedagogical value, particularly in promoting meaningful, contextualized, and interdisciplinary learning experiences. However, perceptions related to feasibility and readiness were comparatively moderate. Participants expressed concerns regarding curriculum integration, availability of instructional resources, and confidence in designing and implementing SDGs-oriented learning activities. Despite these challenges, respondents demonstrated high willingness to apply SDGs-oriented learning in their future classrooms and strong interest in receiving further professional training. Inferential analysis indicated no statistically significant differences in perceptions based on gender, and effect size analysis confirmed that observed differences were minimal in practical terms. Overall, the results suggest a clear gap between conceptual acceptance and practical preparedness among pre-service elementary teachers. These findings highlight the need for teacher education programs to strengthen practice-oriented approaches, including concrete instructional models and experiential learning opportunities, to enhance readiness for effective SDGs integration in elementary education.

Technology-Enhanced Project-Based Learning for Developing Numeracy Skills in Elementary Education: A Systematic Literature Review

Dhina Cahya Rohim — 2026-08-06

Numeracy skills are among the fundamental competencies that need to be developed in elementary school students. With the rapid advancement of digital technology, technology-enhanced Project-Based Learning (PjBL) has emerged as a promising instructional approach to support the development of these skills. This study aims to systematically review existing research on the implementation of technology-enhanced PjBL for developing numeracy skills in elementary education. The study employed a Systematic Literature Review (SLR) methodology following the PRISMA 2020 guidelines. A literature search was conducted in the Scopus database, yielding 623 records. After applying predefined inclusion and exclusion criteria, 23 articles were selected for further analysis. The findings indicate a growing research interest in technology-enhanced PjBL in recent years. The integration of technology within PjBL was found to positively influence students’ numeracy skills, conceptual understanding of mathematics, problem-solving abilities, critical thinking, and learning engagement. However, several challenges remain, including limited technological infrastructure, teachers’ digital competencies, and the management of project-based activities. In conclusion, technology-enhanced PjBL demonstrates significant potential for supporting the development of numeracy skills among elementary school students and warrants further exploration in both educational practice and future research.

The Effectiveness of Canva-Based IPAS Learning Media on Elementary School Students' Learning Motivation

Triyono Triyono — 2026-08-06

This study examined the effectiveness of Canva-based Natural and Social Sciences (IPAS) learning media in enhancing elementary school students’ learning motivation. A pre-experimental one-group pretest-posttest design was implemented at SD Negeri Karangmalang involving 15 students selected through saturated sampling. Data were collected through observation, documentation, and a four-point Likert-scale learning motivation questionnaire. Descriptive statistics were used to summarize students’ motivation scores, while inferential analysis included the Shapiro-Wilk normality test and paired-samples t-test. The mean motivation score increased from 63.87 in the pretest, categorized as sufficient, to 84.40 in the posttest, categorized as very good. The pretest and posttest scores were normally distributed, with p-values of 0.200 and 0.167, respectively. The paired-samples t-test indicated a statistically significant improvement in students’ learning motivation after the implementation of Canva-based IPAS learning media, t (14) = -11.284, p < 0.001, with a large within-subject effect size (Cohen’s dz = 2.91). Classroom observations further indicated improvements in students’ attention, enthusiasm, and participation during IPAS learning. These findings suggest that visually structured and interactive Canva-based media can support motivational engagement in elementary IPAS classrooms. However, because this study involved a small sample and did not include a control group, further research using a more rigorous comparative design is recommended.

Organizational Citizenship Behavior among Daycare Caregivers in Central Java: Implications for Professional Commitment and Future Educator Development

Anissa Yuwantina — 2026-08-05

Science Education Through the Predict – Investigation – Collaboration – Technology Application (PICOTA) Framework : A Systematic Review

Candra Abdillah — 2026-08-06

The Predict–Observe–Explain (POE) model has been widely implemented in primary science education to support conceptual change and the development of science process skills. However, research on POE continues to exhibit conceptual fragmentation, reflected in the diversity of theoretical foundations, instructional designs, and learning outcome orientations. Furthermore, the conventional POE model has not fully accommodated the demands of twenty-first-century learning, which emphasize collaboration and the integration of technology. Therefore, this study aims to examine the theoretical foundations, instructional designs, and learning outcomes associated with POE, while reconceptualizing the model within the context of primary science education. This study employed a Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines. Articles were retrieved from the Scopus, Web of Science (WoS), and ERIC databases, covering publications from 2010 to 2025. A total of 78 articles that met the inclusion criteria were analyzed using a thematic synthesis approach. The findings reveal that constructivism, conceptual change theory, inquiry learning, and social constructivism constitute the dominant theoretical foundations underpinning POE research. The implementation of POE has evolved toward investigation-based, collaborative, and technology-enhanced learning approaches. The review also indicates consistent positive effects on conceptual understanding, science process skills, critical thinking, communication, and collaboration. Based on these findings, this study proposes the PICOTA (Predict–Investigation–Collaboration–Technology Application) conceptual framework as a more relevant science learning model for addressing the needs of twenty-first-century education.